How can self-regulated learning be supported in mathematical E-learning environments?

B. Kramarski, M. Gutman

    Research output: Contribution to journalArticlepeer-review

    165 Scopus citations


    This study compares two E-learning environments: E-learning supported with IMPROVE self-metacognitive questioning (EL+IMP), and E-learning without explicit support of self-regulation (EL). The effects were compared between mathematical problem-solving and self-regulated learning (SRL). Participants were 65 ninth-grade students who studied linear function in Israeli junior high schools. Results showed that EL+IMP students significantly outperformed the EL students in problem-solving procedural and transfer tasks regarding mathematical explanations. We also found that the EL+IMP students outperformed their counterparts in using self-monitoring strategies during problem solving. This study discusses both the practical and theoretical implications of supporting SRL in mathematical E-learning environments.

    Original languageEnglish
    Pages (from-to)24-33
    Number of pages10
    JournalJournal of Computer Assisted Learning
    Issue number1
    StatePublished - Feb 2006


    • E-learning
    • mathematics
    • supporting self-regulated learning
    • transfer


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